APPLICATION PACK 2021-2022 - Shackleton International School
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APPLICATION PACK 2021-2022
Dear Applicant,
Thank you for showing an interest in joining the team at Shackleton International School. At
present, we are a small Primary School following the National Curriculum for English (a
“British” curriculum) and we will expand to have a Secondary School in September 2022. You
can find out more about Shackleton International School’s mission and core values by visiting
our website.
Shackleton International School is committed to safeguarding children’s wellbeing and, as a
result, our recruitment procedure reflects the imperative to identify professionals who are
suitable for working with children and young people.
This Applicant Pack has been designed with the following aims:
a) to emphasise the importance of safer recruitment as the first step to safeguarding and
promoting the wellbeing of pupils, and
b) ensure a fair recruitment process by using a standard safer recruitment procedure
Please find attached the following documents:
§ Safer Recruitment Application Form (in Word)
§ A copy of the Job Description (in PDF)
§ A copy of the Person Specification (in PDF)
§ A diagram representing our Safer Recruitment Procedures (in PDF)
The Safer Recruitment Application Form must be completed in full.
Shackleton International School cannot accept a CV in place of the Safer Recruitment
Application Form as we are obligated to collect the same information from all applicants. A CV
can be sent as a supporting document to show your individuality and creativity.
Please send your completed Safer Recruitment Application Form to
j.torres@shackletonschool.com.
We look forward to hearing from you and learning about what skills, experience, and
knowledge that you can bring to Shackleton International School!
If you have any questions or doubts, please feel free to contact the school via the email
address given above.JOB DESCRIPTION FOR TEACHING POSITIONS
GENERAL OVERVIEW
Teachers at Shackleton International School are expected to make the education of their first
concern and are accountable for achieving the highest possible standards in work and conduct.
Teachers act with honesty and integrity; they have strong subject knowledge and keep their
skills as professionals up-to-date and they are self-critical.
They form positive professional relationships and work with parents and other agencies in
safeguarding the best interests of their pupils.
JOB TITLE: Secondary English Teacher
REPORTS TO: J. Torres (Head of Secondary)
SALARY: According to Spanish convenio for private schools – to be discussed
and confirmed at interview
PROBABTIONARY According to Spanish convenio for private schools – to be discussed
PERIOD: and confirmed at interview
This job description is divided into two parts that outline the typical duties and standards
expected of a teacher at Shackleton International School.
Please be aware that a copy of this job description and standards it contains will be sent to
referees alongside a reference form to carry out checks on your suitability for a role at
Shackleton International School.
PART I: TEACHING
A teacher at Shackleton Internal School must:
1. Set high expectations which inspire, motivate and challenge pupils
§ establish a safe and stimulating environment for pupils, rooted in mutual respect
§ set goals that stretch and challenge pupils of all backgrounds, abilities, and
dispositions
§ demonstrate consistently the positive attitudes, values and behaviour which are
expected of pupils at Shackleton International School.
2. Promote good progress and outcomes by pupils
§ to be accountable for pupils’ attainment, progress, and outcomes
§ be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build
on these
§ guide pupils to reflect on the progress they have made and their emerging needs
§ demonstrate knowledge and understanding of how pupils learn and how this impacts
on teaching
§ encourage pupils to take a responsible and conscientious attitude to their own work
and study
J. Williams: Education Policy Analyst, “Safer Recruitment in International School” (EduCare®/COBIS) &
“Child Protection for International Schools” (EduCare®/COBIS)3. Demonstrate good subject and curriculum knowledge
§ have secure knowledge of the relevant subject(s) and curriculum areas, foster, and
maintain pupils’ interest in the subject, and address misunderstandings
§ demonstrate a critical understanding of developments in the subject and curriculum
areas, and promote the value of scholarship
§ demonstrate an understanding of and take responsibility for promoting high standards
of literacy, articulacy, and the correct use of standard English, whatever the teacher’s
specialist subject
§ if teaching early reading, demonstrate a clear understanding of systematic synthetic
phonics
§ if teaching early mathematics, demonstrate a clear understanding of appropriate
teaching strategies
4. Plan and teach well structured lessons
§ impart knowledge and develop understanding through effective use of lesson time
§ promote a love of learning and children and young people’s intellectual curiosity
§ reflect systematically on the effectiveness of lessons and approaches to teaching
§ contribute to the design and provision of an engaging curriculum within the relevant
subject area(s)
5. Adapt teaching to respond to the strengths and needs of all pupils
§ know when and how to differentiate appropriately, using approaches which enable
pupils to be taught effectively
§ have a secure understanding of how a range of factors can inhibit pupils’ ability to
learn, and how best to overcome these
§ demonstrate awareness of the physical, social, and intellectual development of
children and young people, and know how to adapt teaching to support pupils’
education at different stages of development
§ have a clear understanding of the needs of all pupils, including those with special
educational needs, those of high ability, those with English as an additional language,
those with disabilities, and be able to use and evaluate distinctive teaching approaches
to engage and support them.
6. Make accurate and productive use of assessment
§ know and understand how to assess the relevant subject and curriculum areas,
including statutory assessment requirements
§ make use of formative and summative assessment to secure pupils’ progress
§ use relevant data to monitor progress, set targets, and plan subsequent lessons
§ give pupils regular feedback and encourage pupils to respond to the feedback
7. Manage behaviour effectively to ensure a good and safe learning environment
§ have clear rules and routines for behaviour in classrooms, and take responsibility for
promoting good and courteous behaviour both in classrooms and around the school,
in accordance with the school’s behaviour policy
§ have high expectations of behaviour, and establish a framework for discipline with a
range of strategies, using praise, sanctions, and rewards consistently and fairly
J. Williams: Education Policy Analyst, “Safer Recruitment in International School” (EduCare®/COBIS) &
“Child Protection for International Schools” (EduCare®/COBIS)§ manage classes effectively, using approaches which are appropriate to pupils’ needs to
involve and motivate them
§ maintain good relationships with pupils, exercise appropriate authority, and act
decisively when necessary
8. Fulfil wider professional responsibilities
§ make a positive contribution to the wider life and ethos of Shackleton International
School
§ develop effective professional relationships with colleagues, knowing how and when
to draw on advice and specialist support
§ deploy support staff effectively
§ take responsibility for improving teaching through appropriate professional
development, responding to advice and feedback from colleagues
§ communicate effectively with parents about pupils’ achievements and wellbeing
PART II: PERSONAL AND PROFESSIONAL CONDUCT
A teacher at Shackleton International School is expected to demonstrate consistently high standards or
personal and professional conduct. The following statements define the behaviour and attitudes which
set the required standard for conduct for a teacher’s career at Shackleton International School.
§ Teachers uphold public trust in the profession and the reputation of Shackleton International
School and maintain high standards of ethics and behaviour, within and outside the
organisation, by:
o treating pupils with dignity, building relationships rooted in mutual respect, and
always observing proper boundaries appropriate to a professional position as a
teacher at Shackleton International School
o having regard for the need to safeguard pupils’ wellbeing in accordance with
established policies and protocols
o showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law,
individual liberty and mutual respect, and tolerance of those with different faiths and
beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’
vulnerability or might lead them to break the law
§ Teachers must have proper and professional regard for the ethos, policies, and practices of
Shackleton International School, and maintain high standards in their own attendance and
punctuality.
§ Teachers must understand, and always act within, the statutory frameworks which set out their
professional duties and responsibilities under Spanish laws and regulations as well as the
standards expected of British schools overseas.
J. Williams: Education Policy Analyst, “Safer Recruitment in International School” (EduCare®/COBIS) &
“Child Protection for International Schools” (EduCare®/COBIS)PERSON SPECIFICATION: SECONDARY ENGLISH TEACHER
Essential Desirable Evidence
1. Education and Qualifications
1.1. Qualified Teacher Status (QTS) X Application
1.2. Master’s degree related to specialist subject or X Application
education
1.3. Degree in specialist subject(s) X Application
1.4. Evidence of continued professional X Application
development (CPD)
2. Experience
2.1. Proven ability to teach effectively at Key Stage 3, X Application
4 and 5 in specialist subject(s) Interview
References
2.2. At least two teaching experience in the UK X Application
2.3. Experience of working in international schools X Application
3. Knowledge and Skills
3.1. Ability to offer additional subject(s) X Application
Interview
3.2. Experience of teaching iGCSE X Application
Interview
References
3.3. Experience of Official Cambridge Exams X Application
Interview
3.3. Ability to teach at Key Stage 5 X Application
3.3. Professional knowledge of what constitutes high X Application
standards in teaching and learning within specialist Interview
subject(s) References
3.4. Professional understanding of inclusion, and X Application
strategies to engage learners across the ability range Interview
References
3.5. Professional understanding of safeguarding, X Application
child protection and issues of confidentiality Interview
References
3.6. Understanding of the IB programme X Application
Interview
3.7. Create and contribute to engaging schemes of X Application
work Interview
3.8. Ability to use a positive approach to promote X Application
excellent behaviour for learning Interview
References
3.9. Understanding of cross-curricular teaching and X Application
learning Interview
3.10. Understanding of how to use data to drive X Application
pupils’ progress Interview
3.11. Competent in the use of ICT X Application
Interview
3.12. Ability to work constructively with parents and X Application
other professionals Interview
References
4. Personal Attributes
4.1. Resilience and the ability to work under X Application
pressure and able to meet deadlines Interview
References
J. Williams: Education Policy Analyst, “Safer Recruitment in International School” (EduCare®/COBIS) & “Child
Protection for International Schools” (EduCare®/COBIS)4.2. Ability to work in a team, working effectively, X Application
creatively and collaboratively Interview
References
4.3. Ability to establish rapport and respectful and X Application
trusting relationships with children, their families, Interview
carers, and other adults References
4.4. Open-minded, self-reflective, and self-evaluative X Application
and adaptable to changing circumstances and new Interview
ideas
4.5. Willingness to be involved in the wider life of X Application
the school community Interview
4.6. Bring personal interests and enthusiasm to the X Application
school community Interview
J. Williams: Education Policy Analyst, “Safer Recruitment in International School” (EduCare®/COBIS) & “Child
Protection for International Schools” (EduCare®/COBIS)9. A Schematic Representation of the Safer Recruitment Process
Job Description and Person Job Description and Person
Specification adapted for the Specification adapted for the
vacancy where necessary. vacancy where necessary.
Typical procedure for
Procedure for identified
identified vacancies: Summary
vacancies: Summary of the role
of the role on the website,
on the website, including
including statement on
statement on safeguarding.
safeguarding.
We are seeking an outstanding _____ Teacher to We are seeking an outstanding _____ Teacher to
join our team in ___ 2022. We are a small school join our team in ___ 2022. We are a small school
following England’s National Curriculum and following England’s National Curriculum and
committed to the safeguarding and promoting the committed to the safeguarding and promoting the
wellbeing of children and young people. If you are wellbeing of children and young people. If you are
interested in being part of Shackleton International interested in being part of Shackleton International
School, please request an Application Pack from School, please request an Application Pack from
j.torres@shackletonschool.com. We look forward j.torres@shackletonschool.com. We look forward
to receiving your application! to receiving your application!
Candidates are sent the Candidate only sends a CV and
standard Application Pack. does not request an
Application Pack – standard
email should be sent in
Application received.
response.
Safer Recruitment Process
§ identifying discrepancies, anomalies in Dear _____,
the application
§ obtaining at least two references, one of Thank you for your CV and interest in working at
whom must be their current or recent Shackleton International School. Unfortunately, due
employer to our safer recruiter procedures, we are unable to
§ minimum of two members of staff accept CVs alone. Please find attached our
involved in application scrutiny – one Application Pack and once completed, it should be
member of staff must have accredited sent to j.torres@shackletonschool.com. We look
“Safer Recruitment for International forward to receiving your application!
Schools” training. Do not follow-up
§ create a short-list of candidates for candidates that do not
interview respond to this request.
Candidates are sent the
§ agree the interview questions to be standard Application Pack.
asked (all candidates) and those related
to any discrepancies or anomalies in the
application and references Application received.
Where no position is advertised, but an individual makes a speculative application with a CV, the standard response via email should be:
Dear _____,
Thank you for your interest in working at Shackleton International School. At present, we do not have any vacancies. If you would like to be considered for furture
roles, please complete, and return the “Safer Recruitment Application Form” attached to this email.
Kind regards,
J. Williams 10
Education Policy Analyst & “Safer Recruitment for Educational Schools” (EduCare® accredited by Council of British
International Schools, COBIS, December 2021).You can also read
